msk Mrs. Kleinpeter
  Section 7~EDCI 3127
http://mkleinpe@bellsouth.net
 
RESOURCE FILES

1.  www.ncss.org  - You will find information on the National Council for the Social Studies. socialstudies.org

2.  www.eduplace.com - You will find current events from Houghton Mifflin books.

3.  www.teachers.net - Check this site out for
Social Studies lesson plans, books, etc.

4.  www.ericir.- Social Studies, Anthropology, Civics, Current Events, Economics, Geography, Government, History, Psychology.

5.  www.cccnet.com - K-8 Curriculum and Lesson Planning for teachers.

6.  www.kent.wednet.edu - Social Studies Resources K-12.

7.  www.macomb.k12.mi.us - Social Studies Resources; Current Events.

8. www.medicentre.com/socialstudies/index.html
Social Studies/History and Geography curriculum.

9.  URL: eduplace.com/catalog/tech/soc.html - Social Studies Technology k-8 catalog.  Elementary recources for teacher, students, and parents.

10. www.mcps.k12.md.us/curriculum/socialstd/k_5.html - Elementary social studies.  Social studies electronic curriculum.

11.  www.socialstudies. org - You can find a variety of materials in this website.

12.  www.execpc.com - History/Social Studies for K-12 teachers.

13.  www.classroom.com - resources for teachers and parents.

14.  www.connectedteacher.com - online resources for integrating technology into the classroom.

15. www.kn.pacbell.com - check out this site.  You will find great information for teachers and parents.

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                 ATLAS QUESTIONS AND ANSWERS


1.  A globe is a people-made model of the Earth.  What is the shape of a globe? pg. 94
ANSWER:  Round like a ball.

2.  What is the most accurate way to show the Earth? pg. 94
ANSWER:  By a globe.

3.  Which word best describes the shape of the Earth? pg. 55
ANSWER:  Sphere

4.  What is the meaning of the word hemisphere? pg. 55
ANSWER:  Half of a sphere.

5.  How does the amount of water on the Earth's surface compare with the amount of land? pg. 94
ANSWER:  about two-thirds is water.

6.  What are the Earth's largest land bodies called? Pg. 2
ANSWER:  Continents

7.  What do we call the largest bodies of water on the Earth's surface? Pg. 10
ANSWER:  Oceans

8.  The Tropic of Cancer is NSEW of the Equator. Pg. 22
ANSWER:  North

9.  The continent of Australia is NSEW of the Equator. Pg. 4-5
ANSWER:  South

10.  The continent of South America is NSEW of the Prime Meridian. Pg. 4-5
ANSWER:  West

11.  The Indian Ocean is NSEW of the Prime Meridian. Pg. 4-5
ANSWER:  East

12.  The Antarctic Circle is NSEW of the Tropic of Capricorn. Pg. 4-5
ANSWER:  South

13.  The Arctic Ocean is NSEW of the Tropic of Cancer. pg. 4-5
ANSWER:  North

14.  The Pacific Ocean is NSEW of North America. Pg. 4-5
ANSWER:  West

15.  The Atlantic Ocean is NSWE of Africa. pg. 4-5
ANSWER:  west.

         
TRUE OR FALSE QUESTIONS

16.  North America is a large Continent. pg. 34
ANSWER:  True

17.  North America has tall mountains and it has flat plains. pg. 34
ANSWER: TRUE

18.  Few people live on the continent of North America. pg. 34
ANSWER:  FALSE

19.  South America is a small continent. pg. 36
ANSWER:  FALSE

20.  There are long mountain ranges in South America pg. 36
ANSWER:  TRUE

21.  South America has the largest rainforest in the world. pg. 36
ANSWER:  TRUE

22.  Asia is the largest continent. pg. 40
ANSWER:  TRUE

23.  Asia has many countries.  Some of these countries are islands. pg. 40.
ANSWER: TRUE

24.  More people live in South America than on any other continent. Pg. 40.
ANSWER: FALSE

25.  Europe is a large continent.pg. 38
ANSWER:  FALSE

26.  Parts of Europe is very cold pg.38
ANSWER:  TRUE 

27.  About fifty different languages are spoken in Europe. pg. 38
ANSWER: TRUE

28.  Europe is smaller than any other continent except Asia. pg. 38
ANSWER:  TRUE.

29.  Africa has the largest desert in the world. pg. 42
ANSWER:  TRUE

30.  People in Africa speack the same language.pg. 42
ANSWER:  FALSE

31.  Africa has the largest river in the world. pg. 42
ANSWER:  TRUE

32.  Australia is the smallest continent that lies entirely in the Southern Hemisphere. pg. 44
ANSWER:  TRUE

33.  There are many unusual animals in Australia. Pg. 44
ANSWER:  TRUE

34.  Antarctica is very hot. pg. 31
ANSWER:  FALSE

35.  The Antarctic landscape is made up of mountains, glaciers, and dry valleys. pg. 31
ANSWER:  TRUE

36.  Which is the larger, Antarctica or Australia? Pg. 30
ANSWER:  Antarctica

37.  Name the highest mountain in the U.S. Pg. 12-13.
Answer:  Mt McKinley in Alaska

38.  Where is the 0 (Zero) or Prime Meridian? pg. pg. 102-103.
Answer:  Runs through Greenwich, England.

39.  In which direction does a ship travel going from the Atlantic to the Pacific through the Panama Canal. Pg. 102-103.
ANSWER:  Southeast

40.  Which continent extends the farthest south-Australia, South America, or Africa? pg. 102-103
Answer:  South America

41.  Why does the international Date Line deviate from 180th meridian for a portion of its length? pg. 102-103
ANSWER:  To pass through the Bering Strait and avoid dividing certain Pacific island groups.

42.  Name the largest island in the world pg. 34
ANSWER:  Greenland

43.  What is the Earth's circumference at the Equator? Pg. 54
ANSWER:  24,902 Miles.

44.  Which is farther west -Los Angeles, California or Reno, Nevada? pg. 226-227
Answer:  Reno, Nevada

45.  In which direction would you fly from Alaska to Honolulu, Hawaii _ south, west, or east? pg. 226
ANSWER:  South

46.  Which is the largest state in the U.S. pg. 226
ANSWER:  Alaska

47.  Which is the smallest state in the U.S.  pg. 226
ANSWER:  Rhode Island

48.  From what point is every direction south? pg. 226
ANSWER:  The North Pole

49.  What state in the U.S. borders on four Great Lakes? pg. 226
ANSWER: Michigan

50.  Into what body of water does the Colorado River flow? pg. 226
ANSWER:  Gulf of California

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                      Journal Summary


     Yee, I. (1999). Names, Names - What Strange Creatures
           They Are.  But Could We Live Without Them?
           The Social Studies, 90(1), 25-27.

The article, Names, Names - What Strange Creatures They Are. But Could We Live Without Them, focused on exploring the naming process.  Several excersises were conducted.  Children became aware of the meaning of personal names from around the world.  The activities were designed to be steppingstones for an elementary-level social studies exploration into the meaning of names from different cultures.  By using a research tool called the Global Names Table, students are able to do their own research about names from different cultures.  Students used a Grid, with info such as country, culture, language, name, meaning, background, classification.  Each student gathered information.
     Table 2 and 3 contained sample forms of the Global Name Table, with lists of names from different cultures - the general European American culture of the United States, the Cantonese culture of China, the culture of Tibet, and that of Botswana.  The tables included information about the meaning of various names.
     Once students completed the Global Names Tables, gathering the information from different cultures in their neighborhood, they presented their finding to the class.  Students can summarize the results, either on the board or in their own notebooks.  The following sample summary contains a comparison of the different classifications of names in  cultures presented above.
     United States:  Names are given for a wide variety of reasons.  Names can be those of famous people, titles of popular songs, names of relatives or friends, or names with religious connotations.
     China (Cantonese):  Names are tied to emotions and hopes for children and family traditions.
     Tibet:  Many names are religious (Buddhist), given by high preist and meant to guide the way of the child.
     Botswana:  Names are most dealing with the circumstances of the child's birth dealing with the family, nature, or emotion.
     To end the lesson, students describe what they have learned about names that different cultures give their children and select their favorite name from the different cultures they have studied.  The teacher can emphasize the importance of learning about the names of different people from around the world, stressing that although a person's name may sound strange to those of us from a different culture, we must remember that someone very lovingly gave that name to that person.  A person's name is a cherished possession, and we need to honor the names of all people.

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                    COMMUNITY HELPERS UNIT
                   

TITLE OF UNIT:  Community Helpers

GRADE LEVEL:  Second Grade



                   TABLE OF CONTENTS


                                                       PAGE
DURATION OF TIME...........................................2

UNIT SUMMARY...............................................2

BACKGROUND INFORMATION.....................................2

OBJECTIVES.................................................3

INITIATION.................................................4

LIST OF MATERIALS NEEDED FOR UNIT..........................4

DAILY LESSON PLANS......................................5-10

CULMINATING ACTIVITY......................................11

BULLETIN BOARD SKETCHES...................................12

EVALUATION................................................13

BIBLIOGRAPHY..............................................14


                         PAGE 1

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DURATION OF TIME:  Two weeks

UNIT SUMMARY: 

     In this unit, we will learn about community helpers and the responsibilities that various community helpers have.  This unit specifically focuses on three community helpers: dentists, police officers, and firefighters.  The purpose of this unit is to help first graders learn about some community helpers in their own community and what each of those community helpers do.  The unit incorporates a variety of hands on activities and experiments to help students learn about community helpers.

BACKGROUND INFORMATION:

    Many children see community helpers only as those people who wear uniforms or have jobs that we see or hear about on television.  The children often do not realize there are many other workers who contribute to a successful community. My rationale for teaching this unit, is to help the children realize that it takes many, varied jobs for a city or town to work as a community.


                          PAGE 2

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OBJECTIVES

The students will be able to:

1.  As a group, list many, varied, and unusual jobs that people might have.

2.  Identify the purpose of the work done by their parents either in the home or outside of the home.

3.  Become aware of and appreciate many different jobs that make a successful community.

4.  Students will be able to identify at least one community helper.

5.  Students will also identify what the community helper does to help their community.

6.  The student will increase patterning skills and be able to identify the pattern in the big book used and the tools of various community helpers.

7.  The student will increase listening and storytelling skills and be able to retell the story "The Fire Station".

8.  Students will be able to identify the various things that a dentist does.

9.  Students will choose one community worker and demonstrate knowledge of that worker by writing about the things they do, the tools they use, and how they help us. 

10. The students will draw a picture of the community worker.

11.  Involve parents in a school learning activity.

                          PAGE 3
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INITIATION

     To start the lesson, ask students if they know what a community helper is.  This will give you an idea of how much the students already know.   "Today we are going to start a new unit on community helpers.  We will learn about several different ones today and also learn in what ways they help our community. 

LIST OF MATERIALS NEEDED FOR UNIT

A.  Chart Paper

B.  Marker

C.  Paper

D.  Pencils

E.  Crayons

F.  Books- "Old MacDonald Had A Community", "Berenstain Bears Visit The Dentist" and My Dentist My Friend", "The Fire Station"

G.  Craft sticks

H.  Community workers game

I.  Community Workers stick puppets

J.  Hard boiled eggs

K.  Salt, baking powder, peppermint flavoring and food cloring (ingredients to make the toothpaste).

L.  A toothbrush for each student to have and to take home with them.

M.  Orange Juice, Coca Cola, Soda, Water, and Milk

N.  String, scissors, pencils, and copies of a tooth (materials for the students to make their tooth necklaces with). 

                       PAGE 4
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Lesson Plan 1

Topic:  Community Helpers         Grade Level:  First


Objectives:  As a result of this activity, students will:

1.  Students will be able to identify at least one community helper.

2.  Students will also identify what the community helper does to help their community.

Materials Needed:

1.  Paper bag with 3x5 cards of various community helpers: postal worker, police officers, and firefighters (8 in all).

2.  White paper and crayons for each student.

3.  Poster with pictures of community helpers.

Introduction:

To start the lesson, ask students if they know what a community helper is.  This will give you an idea of how much the students already know. 

Major Instructional Sequence:

1.  Tell the students that you have a few questions that you want them to answer in their mind.
For example:  Who delivers your mail? What can help keep us safe?, Who helps us keep our bodies healthy?  What goes on at the police station?

2.  Show the students the poster of the community helpers. 

3.  Point to each picture as you explain about Firefighters, Post Office Workers, and Police Officers.

4.  Tell the students that they are going to role-play some of these jobs that our community helpers do.  Pick one out of the bag and model to the students how the game is played.  Have one student pick a card out of the paper bag.  Then, this student will role-play without using any words, what is on his or her card.  The rest of the students will try to guess which community helper he or she is trying to be.  Have the students raise their hands when they know the answer. Repeat the activity until all the cards from the  paper bag are gone.

Closure:

Ask the students what they have learned about today and how that information is useful to them in their lives.  On a sheet of paper, have students draw one of the three community helpers that they learned about today.  Walk around the room and ask each student what specific things does this person do to help the community.

                         PAGE 5

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Lesson Plan 2 


Topic:  Community Helpers          Grade Level: First

Objectives:
The student will increase patterning skills and be able to identify the pattern in the big book used and the tools of various community helpers.

Materials Needed:
1.  "Old Macdonald Had A Community" big book
2.  Chart Paper
3.  Markers

Introduction:
We will begin the class by reading the familiar big book "Old MacDonald Had A Farm".  Since our unit is about community helpers, I will share with the class our new big book, "Old MacDonald Had A Community".  We will look at the book, predict about what it is about, and discuss any prior knowledge we may have before we read the book.

Major Instructional Sequence:

1.  After reading the big book, we will discuss the community helpers in the book and the tools they used. 

2.  We will discuss other possible tools those community helpers could have used.

3.  Then we will discuss the tools of various other community helpers.

4.  Finally, we will discuss how patterning is used throughout the book and some phrases are repeated throughout.

5.  Students will then get into small groups and be given a large sheet of chart paper.  Then, the students will add to the big book.

6.  They will write about other community helpers using the same patterning as "Old MacDonald Had A Community."  Student will get in their groups and share their creations with the class.

Closure/Evaluation:
Today we talked about various community workers? Who can name a few? What are their tools? Who can tell us what a pattern is? What pattern did we identify today? Finally, after we discuss what we did during class, we will re-read " Old Macdonald Had A community".

                            PAGE 6
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Lesson Plan 3

Topic: Community Helpers             Grade Levl: First

Objectives:

1.  As a group, list many, varied, and unusual jobs that people might have.

2.  Identify the purpose of the work done by their parents either in the home or outside of the home.

3.  Become aware of and appreciate many different jobs that make a successful community.


Materials Needed:

Paper, pencil, crayons.

Major Instructional Sequence:

1.  Make a list together as a class of the many jobs people might have.

2.  Bring in a "tool of the trade" of one or both of their parents.

3.  Parents may come in to demonstrate their "tool of the trade."

4.  The children will draw and write a story about a person using their parent's tool.

5.  The children will draw and tell about what they might like to do when they grow up.

Closure:

Display all the Community Helpers and the new "tools."  Have the children add to the list of the nay, varied, and unusual jobs that people have.  Share their stories with their classmates and families.  Take field trips to appreciate the jobs performed by the various helpers.


                          PAGE  7
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Lesson 4

Topic:  Community Helpers               Grade Level: First


Objectives: 
1.  The student will increase listening and storytelling skills and be able to retell the story "The Fire Station."


Materials Needed:
1.  "The Fire Station" material, craft sticks, drawing paper, and chart paper.


Introduction:
The class will visit the fire station and tour it as our field trip.  The class will listen to the fire fighters tell about what they do, and the class will look at all of the various fire fighting equipment.  This will be the introduction to the lesson we will have that day when we return.

Major Instructional Sequence:

1.  I will tell the story using the material. 

2.  The students will have to listen carefully, so they can retell the story correctly. 

3.  Then, the students will get into groups and retell the story on chart paper.

4.  The students will decide what parts of the story they feel are the most important, and they will illustrate them on the chart paper. 

5.  From their illustrations, the groups will share their story retelling with the class.  Students will then receive their drawing paper.  They will draw the puppets that they wish to make, and then they will color them and attach them to the craft sticks.  Finally, they wll use these puppets to retell the story in correct order to a friend.

Closure:

Students can share their puppets with the class.  Students can ask questions if needed.  We will review the order of the story by asking various questions such as the following:  What did Michael and Shiela do first?  Where did they go? What did they do/see there? How did they get home?  What happened at home?  How did the story end?


                          PAGE    8
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Lesson Plan 5

Topic:  Community Helpers            Grade Level: First

Objectives

The student will increase listening skills and be able to identify various community workers.

Materials:

Community workers game, community workers stick puppets, and chart paper.

Introduction:  I will come into class dressed as a fire fighter.  I will tell the boys and girls that today we are going to continue our unit on community workers.  We will take a tour of the school, and we will identify as many community workers working in our school as we can.  As we identify them, we will stop the workers and ask them questions about their jobs and the tools they use.  We will listen to the workers speaking, and we will note the important details regarding each worker.

Major Instructional Sequence:
1.  After the tour, the students will get into groups.  Each group will have a sheet of chart paper.

2.  The groups will list other community workers that they can think of that we did not encounter on our tour.

3.  I will show them each of my community worker puppets, and the students will identify the worker.  I will see if any group has listed that community worker on their chart paper.

4.  They will have to listen carefully.  Together, we will list any workers that the students listed on their chart paper that have still not been mentioned in class.

5.  We will briefly discuss the job of each of the community worker.

6.  Then, we will play the community workers game.  this game is to introduce the class to various community workers, and it is also meant to see what prior knowledge the students already have.

7.  The students will have to listen to a riddle and give an answer.  If the answer is correct, they will see if they have the picture of the correct worker on their card.  They will then cover that picture with a game piece.  After the entire card is filled, that student wins the game.  After the lesson, the game will be placed in a center for students to play on their own time.

Closure:

Today we identified community workers.  Who can name some that we identified?  Ask various questions.  Review.  Tell the children that this is just the beginning of our unit, and we will study some of these workers more in depth over the next two weeks and become engaged in many activities.  This game will also be used in the final lesson as an evaluation of the effectiveness of the unit.  I will let the children know that this game will be located in the center for them to use.

                         PAGE  9
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Lesson Plan 6 and 7

Topic:  Community Helpers            Grade: First

Objectives

1.  Students will be able to identify the various things that a dentist does.

2.  Students will understand the importance of brushing their teeth.

3.  Students will know how to brush their teeth properly.

Materials Needed:

1. Book "My Dentist My Friend"
2. Hard boiled eggs.
3. Orange Juice, Coca-Cola, milk, and water
4. Toothbrush, Toothpaste, and dental floss

Introduction:

Ask the students what they know about dentists.  Ask the students what they know about teeth and taking good care of their teeth.  Display toothbrushes, toothpaste, dental floss etc.

Major Instructional Sequence:

Day One

1. Read the book "my Dentist My Friend to the students

2.  After reading the book talk to the students about the dentist and what the dentist does.  Explain to the students that the dentist helps us to keep our teeth healthy.  Talk to the students about different ways that we can keep our teeth healthy.

3.  Explain to the students that they are going to do an experiment and that the experiment is going to go on for two days.

4. Hard boil enough eggs for each student to have one.  Get clear plastic cups and write each of the student's names on one of the cups.  Pour a different substance (liquid) into each of the student's cups.  Some of the different substances (liquids) that you can use are orange juice, Coca Cola, milk and water.  Have the students place their eggs into their cups.  Different spots will appear on the eggs depending on what they were soaked in.  Brown spots should appear on the orange juice and soda shells.  The eggs need to soak in the different substances for a least 24 hours.

5.  Tell the children that were are going to pretend that the egg represents their tooth.  Explain to the students that they are going to leave their eggs in their cups overnight.  Explain to them that tomorrow when they come to school they will have the opportunity to look at tand explore their eggs to see what happened to them.

Day Two

Major Instructional Sequence

1.Read "Berenstein Bears Visit the Dentist"  To the students.

2.  Talk about the sister bear's fears and brother bear's vist. 

3.  Review with the students what a dentist does.

4.  Have a variety of different foods taped up onto the board.  Divide the board into two columns:  One column labeled "Healthy Foods For Teeth," the other column labeled "Unhealthy Foods For Teeth."

5.Have the students come up one-by-noe and pick a food and place it in the category it belongs in

6.  Have three centers set up in the classroom.  Divide the students up into three groups.

7.  Have the students explore the eggs in their cups.

8.  Explain to the students that the eggs without spots represent foods that are good for their teeth.  The eggs that were soaked in milk and water should not have spots on them.  Explain that these eggs also represent healthy teeth (teeth with no cavities) and teeth that have been brushed on a regular basis.

9.  At table number two the students will amke homemade toothpaste.  They will also be showed the proper way to brush their teeth.  The students will each be given a brand new toothbrush that they can keep for themselves.  The students will be given the chance to practice brushing their teeth (the proper way) with their new toothbrush and the toothepaste that they make.

10.  To make homemake toothpaste, you combine 4 teaspoons of baking soda, 1 teaspoon of salt, a small amount of peppermint flavoring and a  small amount of food coloring. (Note this part of the lesson could also be used as a mini math lesson because students will be measuring ingredients and working with numbers).

11.  At the third table students will make a healthy tooth necklace.

Closure:

Each student will be given a drawing of the shape of a tooth.  Each student will have to cut out their tooth.
On the tooth shaped paper each child will write something that they can do to keep their teeth healthy.  After the students have finished writing on their tooth paper, punch a hole in the top of the tooth and put a piece of string through the hole.  This makes a healthy tooth necklace for the student to keep and to wear around his or her neck.

                       PAGE   10
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CULMINATING ACTIVITY

Day ten is my culminating activity day.  There are several activities throughout the day that the entire unit has been building up to.  The students will learn about various community helpers for two weeks, and at the end of that time, students will come dressed as their favorite community helper.  This begins on the first day when students graph their choices.  Students will again graph their choices on the last day, and the class will see if any changes have been made.  Students will get up in front of the class, and show their community helper costumes.  They will also tell the class at least two things that they learned about their community helper during the unit.  Finally, the field trip is another culminating activity.  The field trip was chosed to be at a place where many various types of community helpers can be found.   Students will have a chance to see them at work, talk with them, and ask them questions.  It will truly give the students the opportunity to have an insight into the world of community helpers.  They will also see that there are various other community helpers other than the ones that we listed.


                         PAGE   11
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                    BULLETIN BOARD SKETCHES

                       Community Helpers

_______          _______       ______     ______  
_______          _______       ______     ______
Teacher          Doctor        Nurse      Librarian

_____            _______       ________   ________
_____            _______       ________   ________
Police           Fireman       Postman    Dentist

Procedure:

The students will bring in pictures or drawings of community helpers.  The student will identify the picture and the picture will be hung on the board.  The students will learn about the community helper.

                         PAGE  12
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EVALUATION:

Evaluation will be based on my observation as they work in groups.  Evaluation can also be on their creations which will see that they understand the pattern and how to create new ideas from the old pattern.  It will also be on their ability to match up community helpers. Teacher Observation. Obersvation of how well the students can retell the stories.
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Last updated  2008/09/28 09:18:16 PDTHits  2720